DescriptionSupporting documentsEmployerLocation
This role involves delivering engaging teaching and practical training to learners who are not in education, employment or training, helping them develop confidence and a broad multi skills foundation. The focus is on introducing a range of construction trades, supporting learners to build employability skills and progress into further study or work. Applicants are not expected to be specialists in every trade, but should have a good working knowledge and the ability to support learners in developing core practical skills.
This role differs from traditional mainstream lecturing roles due to the intensive and relationship led nature of the provision. The postholder will play a central role within a relationship led NEET re engagement programme, delivering practical vocational learning that supports young people to rebuild confidence and resilience, routine and readiness for progression into education, employment or training.
The post holder will work with small cohorts of learners who may have experienced disrupted education, poor attendance, anxiety, trauma, low confidence or previous disengagement from learning. The role therefore requires not only strong vocational and teaching skills, but also the ability to engage, encourage, motivate and mentor young people through consistent, supportive and restorative practice. The role therefore requires flexibility, empathy, patience and a strong commitment to supporting vulnerable young people to succeed.
The lecturer will work closely with the Youth Engagement and Inclusion Worker and external partners, including Positive Steps, to provide a structured and supportive learner journey.
Key Responsibilities
1. To deliver engaging, practical and vocationally relevant sessions within the NEET Pathway Programme, primarily focused on construction, practical skills and employability
2. To create a calm, supportive and inclusive learning environment that promotes confidence, belonging and positive participation
3. To build positive and consistent relationships with learners, acting as a key adult role model and supporting young people to re engage with learning and routine
4. To adapt teaching approaches to meet the needs of learners who may have experienced previous disengagement, anxiety, trauma, SEND or barriers to participation
5. To work with very small groups of learners (maximum 6) using flexible and restorative approaches to engagement and behaviour
6. To support learners to develop confidence, communication, teamwork, resilience and employability skills alongside vocational skills
7. To embed English, maths, digital and employability skills naturally within practical delivery
8. To work collaboratively with the Youth Engagement and Inclusion Worker to support attendance, wellbeing, safeguarding and learner engagement
9. To contribute to individual learner reviews, progression planning and transition support
10. To work closely with Positive Steps and other partners to support progression into education, apprenticeships, employment or training
11. To contribute to a roll on, roll off delivery model and support flexible learner starts and transitions between stages of the programme
12. To prepare and maintain appropriate learning resources and practical materials that support differentiated and accessible delivery
13. To maintain high expectations around health and safety, respect, punctuality and participation, while recognising the complex barriers learners may face
14. To participate in learner recruitment, induction, open events, reviews and multi agency meetings where appropriate
15. To contribute positively to the development and continuous improvement of the NEET Pathway Programme
16. Any other duties of a similar level of responsibility as may reasonably be required.
Skills, Knowledge and Expertise
Qualifications
Essential Criteria
17. Teaching Qualification or willingness to work towards
18. Experience of teaching or delivering vocational learning within the relevant subject area
19. Experience of engaging or supporting young people with barriers to learning or participation
20. Experience of building positive relationships with learners from diverse backgrounds
21. Ability to adapt delivery to meet a wide range of learner needs and starting points
Desirable Criteria
22. Experience working with NEET learners or re engagement provision
23. Experience of trauma informed, restorative or relational approaches
24. Experience supporting learners with SEND, SEMH or wellbeing needs
25. Practical industry experience within construction or related vocational areas
How Identified: Application
Experience
Essential Criteria
26. Experience of teaching within the subject area.
27. If a vocational area practical/industrial experience within that field.
How Identified: Application/Interview
Specialist Knowledge
Essential Criteria
28. Strong vocational knowledge within the relevant curriculum area
29. Understanding of barriers affecting disengaged or vulnerable young people
30. Ability to create engaging, practical and accessible learning experiences
31. Understanding of safeguarding, inclusion and learner wellbeing
32. Ability to motivate and encourage learners who may lack confidence or previous positive experiences of education
Desirable Criteria
33. Understanding of trauma informed or restorative practice
34. Understanding of NEET reduction strategies and progression pathways
How Identified: Application/Interview
IT Skills
Essential Criteria
35. Intermediate level of Microsoft applications particularly word and powerpoint.
36. Willing to undertake IT training relevant to their role.
Desirable Criteria
37. Knowledge of software packages such as promonitor, goldmine and student record systems.
38. Familiar with using VLE’s and E Learning packages.
How Identified: Application/Interview
Safeguarding Statement
Hopwood Hall College is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults and expects all staff and volunteers to share this commitment.We particularly welcome applications from under represented groups including ethnicity, gender, transgender, age, disability, sexual orientation or religion.